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(1 - 12 of 12)
- Title
- An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
- Creator
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Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
- Abstract / Description
-
Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
Show less - Date Issued
- 2016
- Identifier
- CFE0006257, ucf:51039
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006257
- Title
- An Investigation of the Information Practices of Education Doctoral Students.
- Creator
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Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
- Abstract / Description
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Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
Show less - Date Issued
- 2015
- Identifier
- CFE0005580, ucf:50248
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005580
- Title
- Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher's Life.
- Creator
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Pierson, Caitlin, Wheeler, Stephanie, Edwards, Dustin, Scott, Blake, University of Central Florida
- Abstract / Description
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This thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to...
Show moreThis thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to examine the potent arguments being made to and about GTA's from their shared office, using visual rhetorical analysis to examine how this space communicates ideas of identity and place that work at rhetorical purposes counter to the performances GTA's are employing within that space. Exploring how GTA's respond to the social imaginary within space, this thesis conducts an analysis of the tactics employed, using De Certeau (1984) as a framework. Graduate student teachers use spatial practices and performances to make do with the space and the power allotted to them; however, they employ key tactics such as altering body position and vocal tone to turn interactions with students and with each other into dynamic moments for the production of agency.Finally, this thesis argues that, while GTA's use tactics and spatial practices to negotiate the performances and spaces allotted to them, their agency is temporal and limited. Departmental investment in relationships with GTA and integrating them further into the life of the department through apprenticeship can bolster the tenuous agency of the GTA.
Show less - Date Issued
- 2018
- Identifier
- CFE0007235, ucf:52232
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007235
- Title
- INFORMATION-SEEKING STRATEGIES OF DOCTORAL STUDENTS AND IMPLICATIONS FOR DESIGN OF THE GRADUATE SCHOOL WEB SPACE.
- Creator
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Winter, Debra, Applen, J. D., University of Central Florida
- Abstract / Description
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This dissertation looks at the information-seeking practices of doctoral students in the context of their search for a doctoral program and considers the implications for design of the graduate school Web space. Of particular interest is the description of patterns of Web use and the practices related to students' preparation for interactions with technology, the nature of the interactions, and the thinking that occurs. An exploratory study that brings together hypertext theory,...
Show moreThis dissertation looks at the information-seeking practices of doctoral students in the context of their search for a doctoral program and considers the implications for design of the graduate school Web space. Of particular interest is the description of patterns of Web use and the practices related to students' preparation for interactions with technology, the nature of the interactions, and the thinking that occurs. An exploratory study that brings together hypertext theory, contextual, holistic approaches, and information behavior, this research includes a focus group of current undergraduate and graduate students to gather fresh details about information-seeking for a graduate program as a preliminary investigation in this area, eight interviews with current doctoral students admitted in Fall 2007 to capture the specific details of students' information-seeking experiences for a doctoral program by mapping the journeys, and an online survey of current doctoral students admitted in Fall 2007 as further investigation of information-seeking for a doctoral program. Doctoral students who participated in this study rely on the Web as the primary source of prior knowledge of graduate education and graduate school, as well as the source most used to build that knowledge during the information-seeking journey for a graduate program and to prepare them for the start of their graduate study. The eight maps of students' information-seeking journeys for a graduate program show how complex and wide-ranging these journeys are. Based on bits collected through their many Web encounters over six months to two years, students develop a "feeling" for the people who make up the graduate program, social interactions within this group and research subgroups, and what it would be like to be a student in the program, all contributing to students' decision making. Academic Web sites play a key role as support structures for students and have to do more than make the information available and findable; they must design in order to encourage and sustain engagement, or deep involvement. This study proposes several suggestions for academic Web design.
Show less - Date Issued
- 2009
- Identifier
- CFE0002557, ucf:47634
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002557
- Title
- Examination of the Challenges Faced by Foreign-born Students in a State College that may Prolong/Prevent Graduation.
- Creator
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Soremi, Modupe, Hopp, Carolyn, Cox, Dr. Thomas, Vitale, Thomas, Joe, Richelle, University of Central Florida
- Abstract / Description
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This research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by...
Show moreThis research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by foreign-born students at state colleges will create an avenue for recommending solutions to many these challenges, thereby increasing their educational attainment and economic productivity, hence preparing more Americans for the competitive 21st century global market.Using a qualitative phenomenological approach, the researcher explored, interpreted, and described challenges faced by foreign-born students (FBS) in a State college that could prevent/prolong their graduation. In addition, the researcher solicited recommendations for improvement in order to gather the necessary information to inform the creation of a comprehensive support center to address the challenges identified. Pilot study data were collected from two sources including focus group discussions and survey. The survey was administered to all students enrolled in college credit classes at the college and two focus group discussions were held in 2017 spring semester. The result of the survey provided the preliminary data on FBS and collected information from those interested in further research participation via focus group discussions. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using the College Impact Model and Socio-cultural theory as a framework, this pilot study found that foreign-born students experience social, academic, personal, organizational, and mentorship challenges. Based on participants' recommendations, the conclusion is for the college to provide more opportunities to engage with both faculty, staff, native students, and other FBS; provide proper advising; provide avenues for cultural engagement for all; provide financial advising; consolidate and publicize all resources available to support students at the college (such as information regarding the honors society, volunteer society…); offer formal and informal English classes to FBS; hire qualified staff with proper training to each department (for example, placement services, advisors…); and hire bi/tri- lingual staff. In phase II of this dissertation, an Academic and Social Engagement Center (ASEC) was created as a comprehensive support center for foreign-born students. It is the intent of the researcher that the findings from this study will inform and provide clear direction for programs and policy implementations that will enhance the success of foreign-born students at Victory State College.
Show less - Date Issued
- 2017
- Identifier
- CFE0006798, ucf:51820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006798
- Title
- THE RELATIONSHIP AMONG WELLNESS, SEVERITY OF DISTURBANCE, AND SOCIAL DESIRABILITY OF ENTERING MASTER'S-LEVEL COUNSELING STUDENTS.
- Creator
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Smith, Heather, Robinson III, Edward H. "Mike", University of Central Florida
- Abstract / Description
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A wellness paradigm may hold promise for unifying and strengthening the identity of the counseling profession. The construct of wellness may also hold implications for assessment of entering master's-level counseling students, as a tool for continuous evaluation of students, or for overall program evaluation. In this study, the only counseling-based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle, was tested for its relationship to two other constructs:...
Show moreA wellness paradigm may hold promise for unifying and strengthening the identity of the counseling profession. The construct of wellness may also hold implications for assessment of entering master's-level counseling students, as a tool for continuous evaluation of students, or for overall program evaluation. In this study, the only counseling-based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle, was tested for its relationship to two other constructs: psychological disturbance and social desirability. In order to test the research hypotheses, a total of nine programs (in five states) and 204 entering master's-level counseling students completed instrumentation packets comprised of the Five-Factor Wellness Evaluation of Lifestyle, the Marlowe-Crowne Social Desirability Scale, and the Outcome Questionnaire – 45.2. The results of the analyses indicated statically significant relationships in 52 out of 55 correlations between the instruments' total scores and subscale scores. The first null hypothesis was rejected in favor of the alternative hypothesis; there was a statistically significant negative relationship between level of psychological disturbance and level of wellness. The results of the study failed to reject null hypothesis two; the relationship between wellness and social desirability was found to have no statistical significance after removing the influence of psychological disturbance. Null hypothesis three was rejected in favor of the alternative hypothesis; there was a statistically significant negative relationship between level of psychological disturbance and social desirability. Number and percent of participants exceeding psychological disturbance cutoff scores was examined. Measures of central tendency and the effects of demographic variables for each of the instruments were presented. Exploratory data analysis revealed that the first-order wellness factor, second-order wellness factors, and social desirability mean scores of those scoring above the cutoff for Severity of Disturbance, difficulty in Interpersonal Relations, Symptom Distress, and Difficulty in Social Roles were lower than those scoring below each cutoff score. Results of the study were summarized, factors to consider in the interpretation of the results were discussed, and implications for counselor education and future research were provided.
Show less - Date Issued
- 2006
- Identifier
- CFE0001032, ucf:46827
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001032
- Title
- Ethical Decision-Making in Higher Education: A sociological examination of graduate students' understanding of appropriate academic sharing.
- Creator
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Parham, Jennifer, Boote, David, Biraimah, Karen, Vitale, Thomas, Owens, Tom, University of Central Florida
- Abstract / Description
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Most prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with...
Show moreMost prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with students in fourteen different disciplines. Results of the online survey indicated no significant differences between international and domestic students. Survey and interview data indicate that graduate students' perceptions of the perceived norms and expectations related to academic honesty are impacted by the culture of the academic program. Analyzing these data through three sociological theories of deviance (-) anomie, labeling, and rational choice (-) shows that graduate students' understanding of appropriate academic behavior depends on their academic socialization. The data also reveal that graduate students struggle with subtleties of cheating, such as misrepresentation or (")fudging(") of data. Especially for the doctoral students in the sample, their views were highly influenced by viewing themselves as teachers and independent researchers. This sociological analysis emphasizes the role of culture in graduate programs and students' socialization into those cultures. This doctoral dissertation also provides a deeper understanding of the social and organizational factors affecting graduate students and re-frames students' perspectives on appropriate academic behavior.
Show less - Date Issued
- 2014
- Identifier
- CFE0005394, ucf:50452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005394
- Title
- Creating and Examining an Online Advising Module for Graduate Students: A Usability Study.
- Creator
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Mitchell, Leah, Flammia, Madelyn, Jones, Daniel, Dombrowski, Paul, University of Central Florida
- Abstract / Description
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Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate...
Show moreAdvisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module.Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.
Show less - Date Issued
- 2014
- Identifier
- CFE0005212, ucf:50621
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005212
- Title
- The Relationship of English Language Scores on International Students' Academic Success.
- Creator
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Shbeeb, Rebekah, Biraimah, Karen, Cintron Delgado, Rosa, Bai, Haiyan, Wolford, Anna, University of Central Florida
- Abstract / Description
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International graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have...
Show moreInternational graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have any statistically significant linear relationships to international graduate students' academic success as defined by their cumulative grade point average (CGPA). Secondly, this study sought to understand how international graduate students feel about the TOEFL and/or IELTS, and whether or not they feel prepared for study with regards to their English language ability. Using mixed-methods research, data were retrieved from international graduate students who graduated from UCF during the 2012 (-) 2016 academic school years. Information from a total of 583 international graduate students was included in the retrieved data collection and data analyses. A survey was also utilized to assess current international graduate students' perceptions of the English language test and requirements. A total of 235 students completed the survey. The study demonstrated that TOEFL and IELTS scores do not have any statistically significant linear relationship to international graduate students' CGPA. Therefore, results from this research study did not indicate that the English language test scores have an impact on academic success for international graduate students who met the UCF admission requirements. The findings also demonstrate that international graduate students generally feel the scores are an accurate assessment of their English language abilities. However, many international graduate students expressed a desire for additional English language resources.The findings are beneficial in able to better understand whether or not English language test scores have any impact on international graduate students' success, and to more accurately comprehend the international graduate students' perspective regarding the language requirement.
Show less - Date Issued
- 2019
- Identifier
- CFE0007725, ucf:52421
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007725
- Title
- BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL.
- Creator
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Johnson, Gregory, Gunter, Glenda, University of Central Florida
- Abstract / Description
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The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student...
Show moreThe use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.
Show less - Date Issued
- 2009
- Identifier
- CFE0002950, ucf:47966
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002950
- Title
- ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL.
- Creator
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Thomas, Sarah, Norris, Anne, University of Central Florida
- Abstract / Description
-
The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is...
Show moreThe U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
Show less - Date Issued
- 2014
- Identifier
- CFH0004594, ucf:45232
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004594
- Title
- An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
- Creator
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Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
- Abstract / Description
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The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Show less - Date Issued
- 2016
- Identifier
- CFE0006684, ucf:51902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006684
